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1
WHAT NOURISHES YOU?
CHAPTER OVERVIEW
Chapter 1 introduces major concepts of nutrition science to undergraduates who have completed at
least one introductory course in basic chemistry. The survey at the beginning of the chapter suggests that
most students have already had considerable contact with nutrition, courtesy of the popular media. This
chapter, and all subsequent chapters, begins with a brief quiz to test the students' current knowledge on
topics that are about to be covered.
Using the definition devised by the American Medical Association, nutrition is described in
general terms as “food and what happens to food once it is ingested.” The author introduces the six classes
of nutrients and briefly describes their role in the body. General information about the status of nutrition in
the United States and Canada is summarized, and the source of this material is identified. The link between
chronic diseases (such as heart disease, hypertension, diabetes, obesity, osteoporosis and cancer), diet and
genetics is explained in the first of many Nutrition Focus boxes. Food choices are examined in relation to
social, educational and economic constraints. The chapter concludes with the Nutrition Perspective:
Genetics and Nutrition, which identifies genetic risks for chronic diseases and the interplay of nutrition on
these risks.
CHAPTER OBJECTIVES
By the end of this chapter the student should be able to:
1.
Establish a relationship between nutrition and chronic health problems.
2.
Identify the 6 major classes of nutrients.
3.
Describe foods in terms of their fuel values, including alcohol.
4.
Identify food in its simplest chemical structure.
5.
Describe the food components that behave as biochemical regulators.
6.
Distinguish between organic and inorganic nutrients.
7.
Describe Healthy People 2000 Objectives.
8.
Explain the ABCD's of nutrition assessment.
9.
Explain the various factors that influence our choice of foods.
10.
Identify genetic risks for chronic diseases.
LECTURE NOTES
A. Introduction
B. Role of Nutrition
Focus on prevention
Risk factors
Heart disease
Stroke
Hypertension
Diabetes
Certain cancers
Cirrhosis of liver
Osteoporosis
Anemia
Even death
C. Definition of Nutrition as a Science
Difference between food and nutrients and nutrition
Two criteria for a nutrient to be considered essential
D. Six Major Classes of Nutrients (energy nutrients) and Their Main Functions
1. Carbohydrates (glucose) 4 kcal/g
Simple carbohydrates - table sugars
Complex carbohydrates - starches and dietary fibers
2. Lipids/Fats (fatty acids) 9 kcal/g
Triglycerides - major form of fat in food
Essential fatty acids (only need 1 T. oil/d)
Avg. American’s intake is 3x’s amount needed
Saturated vs. Unsaturated
Animal fats vs. plant oils
3. Proteins (amino acids) 4 kcal/g
American consumption of protein
Structural building blocks of body
Essential amino acids (9)
4. Vitamins
Fat soluble (Vitamins A,D,E, and K)
Water soluble (vitamin C and B vitamins)
5. Minerals
Major
Trace
6. Water
Daily requirement
E. Organic or Inorganic Compounds
F. Major Functions
Essential nourishment for life
Regulation of key metabolic functions
Release of energy
G. Energy
Sources of nutrient energy
Uses of nutrient energy
Definition of Calorie, Kilocalorie, Celsius
4 - 9 - 4 rule
Calculating Deluxe hamburger sandwich
39g CHO x 4 kcal/g = ______ or ___% total kcal
30g PRO x 4 kcal/g = ______ or ___% total kcal
32g FAT x 9 kcal/g = ______ or ___% total kcal
total kcal =
Alcohol 7 k cal/g
H. Nutritional Status - 3 General Categories
Desirable nutrition
Undernutrition
Example: iron deficiency
(red blood cells live for 120 days)
Overnutrition
Examples: obesity and vitamin and mineral toxicity
Definition of malnutrition
I. Nutritional Assessment (ABCDs)
Family history
Medical history and medications
Social and economic history
Anthropometric (height, weight, body skinfold, and body circumference)
Biochemical (serum blood levels i.e., blood sugar and hemoglobin)
Clinical (physical symptoms: i.e. eyes, skin, BP, temperature, etc.)
Diet history (24-hour food recall)
Limitations
J. Healthy People 2000
Definition of report, involvement of USDHH and PHS
Main objectives
Examples of nutrition related challenges
K. Adequate Nutrition and Good Health Habits
Effects of:
Diet
Physical Activity
Lifestyle
L. The American Diet
% estimates of protein, CHO and fat intake (average)
Main food sources of each nutrient class
NHANES Study
Results: low in iron, calcium, vitamin A, various B vitamins, vitamin C, zinc, and dietary
fiber
Individual awareness of nutritional health
progress, issues of concern
M. Nutrition Focus - Fountain of Youth
We all have some control over nutrition-related diseases
Ways to promote health and prevent chronic diseases
healthful diet - variety, lower fat
fluid intake
physical activity
smoking
limit alcohol intake
adequate sleep
control stress
medical check-ups
N. What Shapes Our Tastes?
Early experiences/food cues
Taste and texture
Habits
Health/nutritional needs
Advertisements
Eating on the run/Eating out
Social status/religion/culture
Availability/convenience
Economics/budget/comparison to other countries
O. Reliable Nutrition Information Sources
Accredited university
Public, private, school libraries
Credible information?
World Wide Web
AHA, ADA, Tufts; Registered Dietitian
P. Diet Improvement
Increased intake of complex CHO and vegetables
Decreased intake of high fat foods
Shopper Surveys
Lower death rates from chronic diseases and strokes
Total diet balance
Q. Genetic Risks
Heart disease (CVD)
Hypertension (HTN)
Obesity
Diabetes mellitus (DM)
Cancer (CA)
Osteoporosis
Genetic profile
Gene therapy
ACTIVITIES, EXERCISES, AND ASSIGNMENTS
1.
Students take a pretest on popular nutrition topics and discuss results. Sources of nutrition
information are explored and evaluated.
2.
Students complete a 3-day dietary recall that includes 2 weekdays and 1 weekend day and discuss
the various methods for evaluating this information. Factors that influence food choices are
examined.
3.
Students identify important nutrition-related problems facing the United States, Canada, and other
countries. Methods and techniques used to solve these problems can be discussed and evaluated in
class.
4.
Students bring in a food label from a favorite food or beverage they consume. Percentages of CHO,
protein and fat are then calculated and compared to other students’ food labels.
5.
The instructor should provide detailed information about NutriQuest and demonstrate the software.
Students would benefit from one, easy, computer-based exercise so they can learn how to use the
package before their first assignment. The location of campus computer facilities should be shared
with students, and University rules and regulations for the use of hardware and software should be
explained. The following computer nutrient analysis can be assigned using NutriQuest software for
a semester project to help the student personalize nutrition information.
STUDENT ASSIGNMENT
Nutrient Analysis
24 Hour Food Diary Record
DAY 1 - DAY 2 - DAY 3 ~ (circle)
Code Number
Food Description
Amount